Some cultural dimensions

Relates economic integration with intraregional cultural links and argues that the weakness of the latter are an obstacle to further economic integration. Is optimistic that the long-term prospects by the ACS will be in the area of culture and not of economics. Bases this optimism on the fact the Caribbean is the geographic centre of the Americas.

Book Chapter in US-Caribbean relations: Their impact on peoples and culture.

Abstract

Challenging the traditional focus on economic development, this book emphasizes the importance of cultural development in any development strategy. It examines the interaction of the American and Caribbean populations and the influence that interaction has had on their perceptions of each other and of themselves. Although trade is an important component of U.S.-Caribbean relations, the book underscores that population movements and their attendant cultural influences are powerful factors in those relations.

While trade, population movements, and security considerations have traditionally been the three main components of U.S.-Caribbean relations, the chapters in this contributed book emphasize the importance of a fourth—culture. U.S.-Caribbean relations influence and are influenced by Caribbean perceptions of themselves and of the United States; perceptions that are being transformed by American telecommunications, the movements of American tourists to the Caribbean and of Caribbean immigrants to America. Out of these interactions, a new Caribbean cultural identity is emerging, one that will influence the traditional relationship between the U.S. and the Caribbean.

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Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.

This Publication is not currently in Print or available in Electronic Form. Should there be sufficient interest, we will explore the feasibility of obtaining the necessary permission to make it available in electronic form, either free or at the lowest cost.

Social and Economic Studies: Vol 18 No. 1 1969: Pp 72-89

Body Image, Physical Beauty and Colour among Jamaican Adolescents involved a sample of Jamaican adolescents all of whom had been previously classified by race or shade of skin colour. The racial and colour categories in which adolescents had been classified were Black, Dark, Clear, Fair, White, Indian and Chinese. This mixed sample of adolescents, males and females, were asked to respond to six items on an open-ended Questionnaire. The six items were: Describe your idea of a handsome boy; Describe your idea of the Beautiful Girl.; Are you handsome or beautiful? What do you like about your Body; (Body includes everything – face, hands, feet); What do you dislike about your body? What would you change if it were possible? Miller administered the questionnaire to all adolescents in the sample, who attended different schools.

The responses of students on each Item of the Questionnaire were analyzed in relation to the racial or colour category in which they had been previously placed. The analysis was to determine the following: Did students describe different concepts of physical beauty accordingly to racial or colour category or shared a common concept of beauty irrespective of racial or colour category? What were the physical features that comprised their concepts of beauty, specific or shared? How did these adolescents assess their personal physical features within their conception of physical beauty?

The major findings of this study were that these Jamaican adolescents shared one common conception of beauty that was composite, that is, combined features from different racial groups and colour categories. Further, their common composite concept of beauty served as the benchmark against which they assessed their personal physical features with respect to what they liked, disliked or would change if it were possible.

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Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.

The OECS Education Strategy to 2010

Book Cover: Pillars for Partnership and Progress

Errol Miller, Didacus Jules and Leton Thomas. OECS Reform Unit, OECS Secretariat. Funded by The Department for International Development Caribbean DFID. December 2000

Pillars for Partnership and Progress is the OECS long-term education reform strategy for the period 2000 to 2010. It follows on directly from Foundation for the Future which was the first stage of the education reform strategy for the sub-region. As such Pillars for Partnership and Progress is the second stage of the reform of education in the OECS. The metaphor of pillars builds out on the metaphor of foundation, assuming that the latter had been laid.

Pillars for Partnership and Progress was designed and developed after a comprehensive assessment of Foundation for the Future using an evaluation framework prescribed by DFIDC in which participants from all nine countries of the OECS assessed what had been achieved in implementing the strategies of Foundation for the Future in their country. The assessment and evaluation exercise of Foundation for the Future were led and coordinated by Miller, Jules, and Thomas who then proceeded to lead the process for the development of Pillars for Partnership and Progress.

Essentially Pillars for Partnership and Progress adopts the nine strategic areas of Foundation for the Future and adds other two areas: information and communication technologies and urgent social imperatives. Urgent societal imperatives include education strategies that address natural disasters, health promoting schools, gender equity, retaining boys in schools and partnership as the prescribed modality of implementation. In total Pillars for Partnership and Progress proposed 77 strategies grouped into eleven strategic areas.

Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.

First published in Caribbean Journal of Education Volume 12 No 3 1987   Pp 274-282

This paper is a Report on Special Education in the Commonwealth Caribbean. It provides a brief sketch of the antecedents of in the region and looks at the constraining conditions in providing special education. It records the system of classification of special needs that have been employed and identifies the increasing trend within the region of governments becoming involved in special education in the training of teachers in special education and secondly in incorporating special schools in the public system of schooling along with the provision of necessary support services.

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Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.
Book Cover: Teacher turnover in schools in the reform of secondary education project, 1993-1997

Looks at the ROSE Project in Jamaica between 1993 and 1998, examining teacher attrition from the project schools as well as the re-deployment of teachers within the project schools. The purpose was to understand why, although the number of teachers trained to teach the five subjects in grades 7 to 9 in the 124 project schools almost equalled the number of teachers deployed to carry out these instructional responsibilites in those schools, after four years 40.2 percent of the teachers remained untrained. The study found that attrition from the schools was relatively low and that it is re-development of teachers within the schools and not attrition from the schools that account for the turnover of teachers teaching the five subjects in which they had been trained by the project. This paper should be of particular interest to school supervisors and administrators.

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Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.
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